University of Cumbria Open Access Journals
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Child to Parent Violence: An Analysis of the Perceptions of Perpetrator and Victim Gender When Considering Offending and Victimisation
Get PDFThe aim of this study was to attempt to determine participant perceptions of Child to Parent Violence (CPV), more specifically to address gaps in current literature with regards to assumptions that may be made when considering gender and severity of perpetration, of both the aggressor and their victims. Based on available literature, definitions of CPV and four considered levels of aggression were developed allowing for a mixed design examination of the afore mentioned perceptions (Ibabe, Arnoso, & Elgorriaga, 2014; Miles & Condry, 2015). The study hypothesised that maternal figures would, in this study, be the primary victim of CPV across all four measures, males would be the predominant perpetrator across physical and financial levels of aggression, with predominant female perpetration across psychological and emotional CPV. A gender control would be used as a measure to determine how the group viewed gender prevalence in the perpetration of CPV. Results would determine partial congruence with the hypotheses, however it was shown that male to parent aggression, regardless of parental gender, was the dominant perception of this hidden phenomena, highlighting the shortcomings in societies understanding of the complexities of CPV. The author posits that ongoing CPV studies are more than necessary to inform policy making, with regards to CPV support for victims, offenders and other family members, whilst bringing issues of Intra-Family Violence (IFV) into line with empirical evidence that is relevant
Stakeholder views of teacher training routes
Get PDFIn recent years in England there has been a move away from Initial Teacher Training (ITT) taking place predominantly in Higher Education Institutions (HEIs) to becoming schools led. The two main routes undertaken by graduates wishing to teach are the Post Graduate Certificate of Education (PGCE) and Schools Direct (SD). Both routes offer opportunities to spend time in more than one school. A small case study was undertaken in one HEI to compare and contrast these routes in the light of government policy initiatives and reforms towards increasingly school-led ITT. Seven main themes emerged from the data collected: recruitment, placement, growing your own, support and mentoring, facilities and research, peer groups and communities of practice and reflection. Both routes offer benefits to both trainee and provider and both offer the opportunity to spend an extended time in placement schools. However, there is a danger that the underlying pedagogical understanding of teaching and learning could be lost if the push towards schools led ITT is maintained and HEIs continue to withdraw from teacher education
A critical reflection on how information communication technology can facilitate high quality teaching and learning for dyslexic children and their spelling
Get PDFThis paper discusses how information communication technology (ICT) can facilitate high quality teaching and learning for dyslexic children and their spelling. Previous research has suggested that ICT can have a positive effect on dyslexic children’s spelling ability and confidence (Lange et al, 2006, Tuner and Pughe, 2003). The use of an IPad therefore was utilised in small group spelling sessions to assess the effect ICT, specifically IPads, can have on pupils who have a diagnosis of dyslexia or significant literacy difficulties as recognised by the school. It was concluded that the children had improved spelling confidence and ability when various methods were introduced to the children on the IPad such as spell check and a speak tool software to hear the word. The results were consistent with previous research and theories, showing ICT positively effecting high quality teaching and learning for dyslexic children and their spelling
The evolving codification of teachers’ work: Policy, politics and the consequences of pursuing quality control in Initial Teacher Education
Get PDFThis paper documents the evolution of attempts to codify and standardise teachers’ work in England with particular attention to how this phenomenon has impacted the Initial Teacher Education (ITE) sector. In recent decades the teaching profession in the UK has undergone various iterations of competency criteria, culminating with the current policy, the Teachers’ Standards (TS) (DfE, 2011). Discussion focuses largely on the most rapid period in the evolution of competency-based approaches from 1997 to the present, analysing aspects of the political landscape which have precipitated this rise. Two key themes evident in, and precipitated by, the Teachers’ Standards policy initiative are discussed: i) the political necessity for a reductionist view of teaching and learning and ii), the centrality of the teacher. It concludes by imagining how, taking these themes into account, the policy could evolve to become more useful to both teachers and pupils
Learning mentor support: an investigation into its perceived effect on the motivation of pupil premium students in year 11.
Get PDFMotivation is seen as one of the most important aspects that educational practitioners can target to effect engagement and thereby improve student outcomes (Meece et al., 2006). This case study research, which took place in an above-average sized secondary school, aimed to investigate the perceived effect of learning mentor support on the motivation of those students in Year 11 receiving pupil premium funding. Questionnaires for twelve students and seven teachers explored the impact of motivation on student outcomes; the role goal setting plays on student motivation; the benefit of mentoring relationships and how a learning mentor can support disadvantaged students and their motivation. A semi-structured interview with the Deputy Headteacher responsible for monitoring pupil premium within the school provided further insight into learning mentor effectiveness in improving motivation and the resultant effect on outcomes such as attendance, behaviour, and attainment. Documentary analysis of student progress data at two reporting points provided triangulation. Key findings indicated that learning mentors were effective in promoting student motivation and thereby positively affecting outcomes of attainment, confidence, homework and focus in lessons. Findings also suggested that participants viewed mentoring positively; it produced beneficial relationships. However, the findings for outcomes of attendance and organisation contrasted with key literature; it did not appear that learning mentors had a positive effect on these particular outcomes in this case study
Document analysis: Comparing and contrasting the early years education of Estonia and England to highlight the similarities and differences and impact of respective countries children
Get PDFThe aim of this research is to compare the early years education systems in England and Estonia in terms of similarities and differences and evaluate the impact they have on children. This study is conducted through document analysis of England’s early years education guidance: ‘Statutory framework for the early years foundation stage’ (DfE, 2014) and Estonia’s guidance: ‘National curriculum for early years institution (Koolieelse lasteasutuse riiklik oppekava)’ (Vabariigi Valitsus, 2008). The research approach adopted in this paper includes document analysis and thematic analysis. The findings provide evidence of child-centred practice in both countries who view children as individuals which have unique set of needs and provide support accordingly. England’s education system has further evidence of in-depth practice with regards to children’s personal, social and emotional development and inter-agency work. There is evidence of the benefits of inter-agency work and assessment with regards to children’s transition into compulsory education. The study recommends Estonian pre-schools to focus more on effective inter-agency work and children’s emotional and social development. In addition, the Estonian government uses early years education to promote Estonian values and language
A critical analysis of to what extent financial aid, volunteer tourism and English language teaching is based in neo-colonial ideology and what effect this has on developing countries
Get PDFThis paper critically explores the effect of volunteer tourism, financial aid and English language teaching on developing countries. In recent years, there has been a sharp increase in the number of tourists taking on volunteer placements in developing countries and these are often linked with the teaching of English as an additional language. This paper provides an overview of how these practices are an extension of neo-colonial ideology and evaluates how successful they are at assisting developing countries out of poverty